Group e-mentoring: A new approach to recruitment
into nursing
Beatrice J. Kalisch, RN, PhD, FAAN
Lisa Falzetta, RN, MS
Jacqueline Cooke, MS
In an effort to interest young people in the nursing
profession, a unique approach merging mentoring
with electronic communications was developed. This
program, Group Electronic Mentoring in Nursing
(GEM-Nursing), aims to educate and motivate young
people, ages 15–21, to consider the nursing profession
as their career choice. It links students with volunteer
nurse mentors across the country via e-mail and a
Web site (www.gem-nursing.org). This article de-
scribes the process of creating and maintaining a
virtual community of nurse mentors and potential
nurses. Group e-mentoring allows nurse mentors, lim-
ited in terms of their time and geographical location,
to provide advice, information and support to poten-
tial nurses. It reduces the barriers of scheduling and
allows mentors to interact with many more students.
T
he shortage of nurses is a serious national concern.
The US Department of Labor (USDOL) projects
that there will be more than one million job
openings for registered nurses by 2012. For the first
time, the USDOL has identified registered nursing as a
top occupation in terms of job growth through the year
2012.1 Nurses taking the national licensure examination
decreased by 20% from 1995–2003, and the shortage is
projected to intensify over the next 2 decades.2 Aggra-
vating this issue is the aging nurse workforce. The
average age of the working nurse is 43.3 years.3 Only
18.3% of nurses are under the age of 354 and 40% of all
RNs will be older than age 50 by the year 2010.5 The
enrollment in nursing schools has increased some but
Beatrice J. Kalisch is a Director, Nursing Business and Health Systems,
and Titus Distinguished Professor of Nursing at the University of
Michigan School of Nursing, Ann Arbor, MI.
Lisa Falzetta is a Project Coordinator, GEM-Nursing, and Lecturer, at
the University of Michigan School of Nursing, Ann Arbor, MI.
Jacqueline Cooke is a Regional Administrator, Region 1 at the Depart-
ment of Labor, Women’s Bureau, Boston, MA.
Reprint requests: Dr. Beatrice J. Kalisch, University of Michigan School
of Nursing, 400 N. Ingalls, Ann Arbor, MI 48108.
E-mail: bkalisch@umich.edu
Nurs Outlook 2005;53:199-205.
0029-6554/05/$–see front matter
Copyright © 2005 Mosby, Inc. All rights reserved.
doi:10.1016/j.outlook.2004.12.005
the growth is still not enough to meet the demands of
the future.
The interest in nursing as a career has declined for
many reasons. First, there are greater opportunities for
young people, especially women, in what is perceived
to be more prestigious and higher-paying careers such
as medicine, law, and business. The image of nursing is
also a major problem. There are many misconceptions
about what nurses do and what type of person should be
a nurse. A Harris poll revealed a lack of understanding
of the full scope of nursing roles. While 91% of the
public recognized that nurses monitor care and 69%
that nurses provide counseling to patients, a lesser
degree of awareness existed that many nurses make
diagnoses (34%), decide on treatments (23%), and
prescribe medications (14%).6 A survey of more than
1800 second to tenth graders revealed that most chil-
dren who are interested in the healthcare field wanted to
become physicians instead of nurses. Further, older
students viewed being a doctor as a profession while
nursing was considered a technical field and a support-
ive role. Most regarded nursing as a “girl’s job.”7 Still
another reason for a decline in interest in nursing is that
the public often hears about the stress that nurses
experience and the shortage of staff in hospitals.
There are numerous recruitment efforts occurring in
the public and private sectors. Federal legislation aimed
at attracting more individuals to the nursing profession
has been introduced or made into law, such as the Nurse
Reinvestment Act, the Recruitment and Diversity Act
of 2003, and the Nurse Loan Forgiveness Act of 2003.
On February 5, 2002, Johnson and Johnson began the
“Campaign for Nursing’s Future” in an effort to attract
individuals to join the field of nursing. Nurses for a
Healthier Tomorrow is a coalition of 41 nursing and
healthcare organizations working to attract people to
the nursing profession. On the community level, efforts
include partnerships between universities and commu-
nity colleges in which community college students are
accepted into higher education programs, nursing sum-
mer camps for middle school students, job shadowing,
and the development of resource manuals that provide
recommendations on how to recruit young people into
nursing.
One recruitment strategy that has not yet been
J U L Y / A U G U S T N U R S I N G O U T L O O K 199
Group e-mentoring
utilized in nursing is group electronic mentoring (e-
mentoring). The definition of group e-mentoring is
matching a group of experts with a group of learners
using a significant digital electronic component. It is the
merger of mentoring with electronic communications
and has been termed telementoring, cybermentoring, or
virtual mentoring. E-mentoring provides opportunities
for mentoring prohibited by face-to-face mentoring
programs, and offers a flexible communication environ-
ment independent of time and space.
Group e-mentoring was determined to be a promis-
ing strategy for recruitment into nursing given the fact
that we are living in an age of technology where the
Internet ranks as a top information source, especially
among high school students. A Jupiter research study
predicts that there will be 47 million US teenagers and
children using the Internet by 2005.8 A survey from
AOL finds that the Internet is now the primary com-
munication tool for teenagers.9 According to the UCLA
Internet Report (2003), 97% of teenagers aged 12–18,
and 87% of young people aged 19 –24 use the Inter-
net.10
Online mentoring programs have been utilized in
other disciplines and have been found to be a valuable
tool in promoting mentor-mentee relationships. For
example, since the mid-1990s, nonprofit organizations
such as iMentor, NetMentors.org and the International
Telementor Program have been created to connect
students with working adults via the Internet. Similarly,
the traditional mentoring organizations such as Big
Brothers/Big Sisters and the National Mentoring Part-
nership have added online components to their pro-
grams in order to increase participation by adults with
limited time to commit to the effort.11
In 2002, representatives of Shinae Chun, the Director
of the US Department of Labor, Women’s Bureau
(USDOL/WB) contacted the University of Michigan,
School of Nursing to discuss the issue of the shortage of
nurses. The USDOL/WB had placed a special focus on
the nursing shortage as part of its “Strengthening the
Family” agenda. Also, they were currently funding a
group e-mentoring program designed to attract women
into science, engineering and technology (GEM-SET—
Girls Electronic Mentoring in Science, Engineering and
Technology).12 In the case of GEM-SET, women sci-
entists and engineers served as mentors to middle and
high school students through e-mail and a Web site.
The USDOL/WB was interested in utilizing this
technology with nursing and awarded the University of
Michigan a contract to collaborate in the development
and implementation of a group e-mentoring pilot pro-
gram. It was called GEM-HS (Group Electronic Men-
toring in Healthcare Services), and it ran 6 months in
one USDOL region. The success of the pilot program
led the USDOL/WB to continue and expand the project
to 6 USDOL regions across the United States. It was
also decided that it should be renamed GEM-Nursing
200 V O L U M E 5 3 ● N U M B E R 4 N U R S I N G
Kalisch, Falzetta and Cooke
due to the fact that GEM-HS dealt only with the nursing
profession.
COMPONENTS OF THE PROGRAM
The goals of the program are (1) to increase student
participants’ awareness of the benefits of working in
nursing fields and the career options within nursing, and
(2) to increase the number of young people, ages 15–21,
who select nursing as a career.
In this program, mentors and mentees communicate
by submitting questions and answers on the program
Web site—www.gem-nursing.org. The Project Coordi-
nator, located at the University of Michigan, has ad-
ministrative responsibility for the program. She reviews
and edits each question and answer submitted and
eliminates any inappropriate content and information
that may identify students. She then compiles these
questions and answers on a daily basis into one docu-
ment that she sends out to each participant of the
program in the form of a Daily Digest. The Daily Digest
is sent out through e-mail each day Monday–Friday,
excluding holidays, to every participant of the GEM-
Nursing program. The Project Coordinator is also
responsible for updating the Web site content, monitor-
ing participation and evaluating the program.
Recruitment/Selection of Mentors and
Mentees
Each region of the USDOL/WB was responsible for
recruiting at least 60 students and 20 mentors for a total
of 360 students and 120 mentors. Currently, there are
561 students and 184 mentors. Students are in high
school or college (ages 15–21), and mentors are nurses
working in various nursing roles—staff nurses, ad-
vanced practice nurses, nurse managers—and in a
variety of clinical areas—medical-surgical, pediatrics,
community health, labor and delivery, etc.
The method utilized to recruit students involved
partnering with organizations such as high schools,
colleges and universities, hospitals, state nurses’ asso-
ciations, after-school programs, non-profit community
based organizations and faith-based organizations. The
partner organizations are responsible for recruiting
students (high schools, colleges, universities, after-
school programs, etc) and mentors (hospitals, state
nurses’ associations, etc). Students and mentors receive
a packet of information describing the program along
with an application. The Project Coordinator processes
the applications. Students under the age of 18 are
required to obtain parental permission to participate and
the student’s identity is protected. Mentors are invited
to submit a biographical sketch and a picture of them-
selves to be posted on the Web site.
The Web Site
The development of the GEM-Nursing Web site was
a joint effort between the GEM-Nursing staff and Web
O U T L O O K
Group e-mentoring
developers. It involved several iterations. A critical
objective was the attractiveness of the Web site to the
targeted age group as well as the usability by both
mentors and students. After a preliminary Web site was
designed, visits were made to high schools and middle
schools by the Web developers. The original design of
the Web site was reviewed with these students and,
based on this research, among the changes that were
made included brightening the colors, adding and en-
larging pictures, rearranging placement of the compo-
nents, and the addition of more detailed content on
various nursing careers. The revised Web site was also
reviewed by USDOL/WB Regional Administrators and
Program Development Specialists. The final Web site
was successfully launched on September 29, 2003.
The Web site contains the following sections: the
Home Page, Welcome, About Nursing, Daily Digest,
GEM Community, Contact, Ask a Question, E-mail a
Friend, Monthly Challenge, Mentor Spotlight, Career
Spotlight, Student Spotlight, and Nursing Videos. All of
the pages of the Web site have attractive photographs of
nurses that automatically rotate each time the Web site
is viewed.
Home Page
The Home Page is designed to attract immediate
attention. The text on the Home Page is changed at least
once a month, sometimes more often. Example Home
Page content that has been selected includes Nurses’
Week, Black History Month, Women’s History Month,
Scholarships, Events, etc. The Home Page also high-
lights a Welcome Letter from Shinae Chun, Director,
USDOLWB.
The Welcome Page
The Welcome page contains an orientation video by
the Project Coordinator as well as the goals of the
program, information on how to use the Web site,
frequently asked questions about the program, and a
biographical sketch of the Project Coordinator.
About Nursing
The “About Nursing” section is one of the largest
components of the Web site. It starts with a short essay
on what nursing is and another one on what nurses do.
Links to professional and specialty nursing organiza-
tions, nursing publications, informational sites about
nursing, schools of nursing, and government agencies
are also listed on this page. These links were carefully
evaluated in terms of specific criteria such as type and
sponsor of the site, purpose (inform vs sell), content
accuracy, completeness, tone, appearance, credibility
and qualifications of the Web site source. An effort was
made to link to a wide range of nursing roles (eg, staff
nurse, nurse executive, educator, legal nurse consultant,
nurse midwife, nurse practitioner, forensic nurse, nurse
anesthetist, hospice nurse, nurse politician, health pol-
Kalisch, Falzetta and Cooke
icy nurse, informatics specialist, entrepreneur, nurse
researcher, etc) and clinical specialty sites as well as
sites that included a diverse representation of gender,
ethnicity and educational levels. On the left hand
column of this page are several links to important
information. The first link explains what a student needs
to know about becoming a nurse such as requirements
to get into a program, entry-level education and de-
grees, licensure, nursing as a second career, advanced
degrees, certification, and continued education. The
second link, nursing careers, lists the many opportuni-
ties and roles in nursing. The third link, the nursing job
market, describes the projected employment opportuni-
ties in nursing, and the fourth link, benefits and salaries,
includes data on annual salaries of nurses by region of
the country. The fifth link outlines education and
financial aid. It provides information on how students
can fund their nursing education and offers a database
of scholarships in the public and private sector. The
sixth link focuses on the history of nursing, providing
biographies of nursing leaders, a historical timeline
relative to the development of the profession as well as
links to other historical sites. The final link is to nursing
activities that includes a section about nursing myths, a
quiz to find out if nursing is right for you, and
crossword puzzles.
The Daily Digest
Questions by the students with the corresponding
answers of the mentors are posted daily on the Daily
Digest. An Archive exists where participants can search
for specific digests of interest. There is a search
function on this page that allows participants to search
the digests for specific topics.
GEM Community
The next page, GEM Community, contains mentor
biographies and pictures. It lists the first name and last
initial of the participating students by region of the
country. The students each select an icon to represent
them. A section on this page lists all of the partners
along with links to their Web sites. Another section
offers a place where students can access all their
previous questions and answers.
Other Components
The contact page lets the viewer know how to
contact the USDOL, various regional offices, and the
Project Coordinator at the University of Michigan. The
“Ask a Question” page contains the form students
utilize to ask questions. The “E-mail a Friend” page
offers a convenient place where a form can be filled out
by either the mentors or students to send an automati-
cally generated e-mail message about GEM-Nursing.
Other components of the Web site are the “Monthly
Challenge” where a question is posted each month for
the students. All who submit a correct answer are
J U L Y / A U G U S T N U R S I N G O U T L O O K 201
Group e-mentoring
Figure 1. Topics of Student Questions
entered into a drawing at the end of month to receive a
prize. In the “Mentor Spotlight,” a different mentor is
featured every 2 weeks. The “Nursing Student Spot-
light” presents an actual individual nursing student—
their photograph, their biography, which may include
information on why they chose nursing and what
nursing school is like. The “Career Spotlight” high-
lights a different nursing specialty every 2 weeks.
“Nursing Videos” were developed by the GEM-Nurs-
ing staff and were also obtained from a government
Web site provided by the Women’s Bureau. They focus
on responsibilities of nurses in the practice setting,
nurse educators teaching nurses, nurses describing their
professional experiences, and various roles in the
healthcare industry.
DAILY DIGEST ANALYSIS
Since the start of the Daily Digest on September 29,
2003, the most popular questions have been related to
specific nursing careers (See Figure 1). The most
popular nursing careers were the Labor and Delivery
Nurse and Nurse Midwife, showing the students’ inter-
est in working with babies. Other careers in order of
most questions asked were Nurse Anesthetist, Nursing
Assistants, Pediatric Nurse, Nurse Practitioner, Prenatal
nurse, ER nurse, Neonatal Nurse, Travel Nurse, OR
nurse, Forensic Nurse, Flight Nurse, Psychiatric Nurse,
Legal Nurse Consultant, and Nurse Researcher. In
202 V O L U M E 5 3 ● N U M B E R 4 N
Kalisch, Falzetta and Cooke
reviewing the data, it can be determined that the
students are interested in working with babies and
children and in careers that have high salaries and
independence, such as as Nurse Practitioners and Nurse
Anesthetists.
The second most popular category of questions relate
to what nurses have experienced over the course of their
careers. Students want to know how it feels to be nurse;
what emotions nurses experience and what causes these
emotions. Example questions include: What is the
hardest thing about being a nurse? Do you enjoy your
job? What is it like to work with patients who are
dying? When you first started working were you ner-
vous?
Another very popular topic is what a nurse’s day-to-
day activities are like. For example, questions in this
category included: What shifts can you work? How
many patients do you have? What does a nurse do?
Students have been interested in the authority of a nurse
and which positions carry more authority than others.
Predictably, students have asked how they can be-
come an RN. They are interested in the years of school
it takes and the different degrees they can receive.
Many asked what the difference is between a BSN
(4-year degree) and an Associate’s Degree (2-year
degree) and if there is a difference in pay or respect.
Often, students asked about the different types of
nurses in the profession. This shows their interest in the
U R S I N G O U T L O O K
Group e-mentoring
numerous career options that nursing has to offer. Many
times a student would know an area they wanted to
work in such as “working with babies” or “working
with amputees” and wanted to know the various types
of nurses that worked with these specific populations.
General questions about nursing school were also
relatively common such as: What courses in school will
I take? Is nursing school expensive? They were inter-
ested in the demographics of people that attend nursing
school.
Students also expressed interest in how they can
prepare for a nursing career while still in high school.
Many wanted to know what classes they should take in
high school that would help them get accepted into a
school of nursing. A number of the students wanted to
know how to go about getting internships or volunteer-
ing at hospitals while still in high school.
The students also asked about specific healthcare
conditions. Some examples include: What causes sei-
zures? What do you do to help a fractured tailbone?
What treatments does a person with multiple sclerosis
get? These questions were answered by the mentors.
The students also expressed curiosity about what
nursing schools have good reputations. Many have
asked about specific schools in the area in which they
live. Other common questions relate to nursing salaries
and the nursing shortage. Because of media exposure to
this issue, students are interested in why there is a
shortage and what states are affected by it.
Finally, there were questions asked less often in the
following categories:
● Scholarships/financial aid
● How to become a doctor after being a nurse
● LPNs
● Men in Nursing
● The GEM-Nursing Program
● Why our mentors chose nursing
● Qualities of a good Nurse
EVALUATION
Single and Muller (1999) identify 3 types of data
needed to evaluate an e-mentoring program—involve-
ment data, formative data, and summative data. In-
volvement data refers to the degree of participation of
the mentors and mentees in the program. Formative
data deals with the process of mentoring, such as
perceptions of the effectiveness of the interactions
between the mentors and mentees. Summative data
focuses on the outcomes such as the number of mentees
that choose to apply for admission to a school of
nursing.
Involvement Data
The number of hits to the GEM-Nursing Web site
from October 1, 2003–December 31, 2004 were 33,782.
From January 1–March 31, 2004, there were 35,462 hits
to Web site.
Kalisch, Falzetta and Cooke
The number of participants in the program for the
first quarter (October–December 31, 2003) was 396
students and 127 mentors. Both of these numbers
exceeded the goal for the program, which was 360
students and 120 mentors. In terms of the rate of
participation, 120 students or 33% asked at least 1
question (some made numerous inquiries) and 57 or
45% of the mentors answered at least 1 question. Of
course, many students asked numerous questions and
many mentors answered numerous questions.
For the second quarter (January 1–March 31, 2004),
505 students and 176 mentors participated, thus further
exceeding the goal of 360 students and 120 mentors. In
this quarter, 30% of the students and 49% of the
mentors asked or answered questions.
Formative Data
In January 2003, regional staff hosted 3 “Listening
Sessions” in each of the 6 regions to ask students,
mentors, and partners for feedback on GEM-Nursing.
Approximately 22 partnering organizations, l75 stu-
dents, and 23 mentors participated in Listening Sessions
during November and December 2003. Sessions were
conducted with small groups at schools and organiza-
tions, via conference calls, and through direct telephone
conversations, e-mails, and an interactive partner-spe-
cific chat room.
The Women’s Bureau partners gave the GEM-
Nursing Program very high marks. Many educational
partners reported making GEM-Nursing a part of the
classroom experience to augment curriculum. One re-
gion, for example, reported “Fully 80% of the partner-
ing organizations attending the listening sessions re-
ported that GEM-Nursing supported the programs and
teaching plans already in the classroom.” Partners
found the Web site “very user friendly” and “awesome”
with its rich variety of topics and resources. Several
indicated that the scholarship section was very popular
with students.
Students indicated that they like getting information
on line about nursing careers. They like the Daily
Digest and the quality of the mentors’ answers. As one
student put it “It’s better than a textbook—the Digest is
more understandable.” Regions reported that providing
students a safe haven to “explore” nursing careers is a
great strength of GEM-Nursing. Several young male
students, for example, reported a newfound interest in
nursing as a result of seeing male nurse mentors as role
models.
Mentors were, by and large, very complimentary
about their experiences, with one mentor describing
GEM-Nursing as “a wonderful, innovative program.”
Mentors reported spending between 20 minutes–2
hours weekly reading and/or answering Digest ques-
tions. Mentors characterized the students’ questions
from basic to insightful. As a mentor observed: “Even
the entry questions are good because it shows that we’re
J U L Y / A U G U S T N U R S I N G O U T L O O K 203
Group e-mentoring
reaching young people who are new to the field of
nursing.”
Summative Data
Although it is too early to have collected this
information, we have anecdotal reports that indicate a
number of students have applied or plan to apply to
schools of nursing. When students were asked in one
region whether or not, as a result of GEM-Nursing, they
wanted to pursue a career in nursing, comments in-
cluded, “I have enrolled in nursing school for next
year,” and “I am planning on nursing school next year.”
During a listening session in another region, 10 students
were asked, “Do you plan to become a nurse?” Five
said “yes” and 2 others indicated they didn’t know, but
found nursing exciting.
BENEFITS
Group e-mentoring offers a unique and potentially
far-reaching approach to recruitment into nursing.
The creation of a virtual community of nurse mentors
and potential nurses is made possible by the in-
creased availability of electronic communications in
schools, homes, and workplaces. Nurse mentors who
do not have the time for face-to-face interaction with
students are able to provide advice, information, and
support while sitting at their desks, workstations or at
home. Many of the mentors in GEM-Nursing cited
their pleasure at the ease of being able to provide
public service time at their computer to help address
the nursing shortage. They explained that it doesn’t
require attending meetings and is an easy way for a
nurse to give quality time back to the community.
E-mentoring makes it possible for mentors to interact
with many more potential nurses.13
Another benefit of electronic communication be-
tween mentors and potential nurses includes the ability
to transcend the barriers of geographical location and
scheduling. Interaction can take place between a mentor
in California and a student in New York or a mentor in
Canada and a student in Thailand. Because the interac-
tion is asynchronous, it does not have to be scheduled
ahead of time.
E-mentoring also offers an attenuation of status
differences. The use of electronic interaction hides
“social cues” between higher status mentors and lower
status protégés that often interfere with open commu-
nication. Students who would not otherwise initiate
contact with a mentor feel free to ask mentors ques-
tions. A partner in one region commented, “The thing I
love most is a student told me that she can ask any
question and she doesn’t feel self-conscious about
doing it.”
Another benefit of e-mentoring is that it provides
time for thoughtful responses on the part of the mentors
and thoughtful questions on the part of students. The
204 V O L U M E 5 3 ● N U M B E R 4 N
Kalisch, Falzetta and Cooke
urgency felt in face-to-face encounters to respond
rapidly does not exist.
Still another outcome is that e-mentoring allows
mentors to interact with many more students than
would be possible in the traditional face-to-face set-
tings. It also allows under-represented minorities access
to nurse mentors.
NEXT STEPS
Additional research needs to be conducted which
compares e-mentoring with other approaches to re-
cruitment into nursing in terms of costs and benefits.
Utilization of this approach with other potential
nurse recruits, such as people in other disciplines
who might want to change careers, should also be
explored. The methodology of e-mentoring could be
applied to many other aspects of nurse recruitment,
retention and development such as encouraging
nurses to seek higher levels of education, assisting
new graduates with their transition into the “real”
world of nursing, and supporting nurses in their jobs
so that they remain in nursing.
CONCLUSION
The success of this program is based on a structured
approach to ensure interaction between the mentors and
mentees. The role of the project coordinator is critical
and central to the success of the program.
E-mentoring has many related applications that
would benefit the recruitment and retention of nurses.
For example, mentor relationships established in this
program could continue as students enter schools of
nursing and their careers, thereby ensuring a higher rate
of retention in the field.
Group e-mentoring is a unique approach to recruit-
ment into nursing. It offers opportunities for interac-
tion between nurse mentors and potential nurses that
would otherwise be difficult or impossible to achieve.
Since the quality of available knowledge about nurs-
ing roles and careers is inadequate and even mislead-
ing, e-mentoring provides an opportunity to reach
potential nurses with accurate and reliable informa-
tion which will ultimately help to improve the image
of the nurse.
REFERENCES
1. Monthly Labor Review, February, 2004.
2. American Association of Colleges of Nursing (2004). Nurs-
ing shortage fact sheet. Available at: www.AACN.nche.edu.
3. Bureau of Health Professions, Division of Nursing. National
sample survey of registered nurses. Washington, DC: US
Government Printing Office; 2000.
4. Freudenheim N, Villarosa L. Nursing shortage is raising
worries on patients’ care. Maine Nurs 2001;3:17.
5. Government Accounting Office (2001). Nursing workforce:
emerging nurse shortages due to multiple factors. Available
at: www.gao.gov.
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Group e-mentoring Kalisch, Falzetta and Cooke

6. Sigma Theta Tau, International Honor Society (2001). Harris
poll on consumer attitudes toward nursing. Available at:
www.nursingsociety.org.
7. Trossman S. Create a Recruitment: Nurses Work Hard to
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8. InternetNews (2001). Web vital resources for students.
Available at: www.nua.com.
9. CyberAtlas (2002). Teams prefer internet to telephone.
Available at: www.nua.com.
10. UCLA Center for Communication Policy (2003). The
UCLA Internet report: surveying the digital future. Avail-
able at: http://ccp.ucla.edu/pages/internet-report.asp.
11. Brotherton, Phaedra. (2001). Students Connect with Mentors
through Email. Techniques (Association for Career and
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12. www.gem-set.org.
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